DEVELOPMENT OF INTERACTIVE

MULTIMEDIA-BASED LEARNING
MEDIA BY A SCIENTIFIC APPROACH IN CLASS V OF ELEMENTARY
SCHOOL

Siti Marlina Tarihoran1, Daulat Saragi2 dan Hidayat3

1. Nama Jurusan, Nama Fakultas, Medan State University,  Jl. William Iskandar Ps. V, Kenangan
Baru, Kec. Percut Sei Tuan, Kabupaten Deli Serdang, Sumatera Utara 20371
2. E-mail: sitimarlina.lina@ymail.com,

Abstract

This research is motivated by the lack of teachers using interactive multimedia

technology in ,learning activities that have an impact on the low learning outcomes
of students. This study aims to determine the feasibility of the learning media
developed and its effectiveness on thematic learning outcomes with the theme of
events in life. This type of study is a research and development using a 4-D model
consisting of four stages, namely Define, Design, Develop and Disseminate. The
subjects in this study were the 33 students in class V of Public Primary School-
104258 of Deliserdang. In the process of designing and developing, validation is
carried out by a team of 3 experts which includes: a design expert, a learning media
expert, and a learning material expert. The results of validation by instructional
media design experts showed a score of 86%, instructional media experts of 92%,
and learning material experts of 90%. The results of the trial practicality of the
media developed by the assessment by the teacher showed a score of 89% while the
students' responses to interactive multimedia showed a score of 87%. Student
learning outcomes using interactive multimedia indicate an average score of 87%.
These results indicate that interactive multimedia-based learning media that have
been developed are suitable for use in thematic learning activities, especially in fifth
grade students with the theme of events in life.

Keywords: Learning Media; Scientific Approach

I. INTRODUCTION
Learning media is the right solution to be used to realize learning that is fun for
students, because media can generate learning motivation for students. Besides
generating motivation and interest in students, learning media can also help students
improve understanding and make presentation of data become interesting [1]. Thus,
there will be educational interaction between the teacher and students, so that there is
a change in students in terms of understanding and skills or attitudes. Learning media
is a means or tool of education that can be used as an intermediary in the learning
process to enhance effectiveness and efficiency in order to pursue the teaching
objectives [2]. Learning media also functions: a) as a tool in the learning process, b)
as a component of the learning sub-system, c) as a guide to the message or material
to be delivered and competencies that will be developed for students to have, d) as a
game that evokes enthusiasm and motivation of students, e) improves learning
outcomes and processes, f) reduces the occurrence of verbalism, g) overcoming the
limitations of space, time, energy, and sensory power to facilitate students'
understanding of competencies that must be mastered of the material that must be
learned, which in turn is expected to improve learning outcomes [3].
In choosing and developing the learning media there are several criteria that must
be considered that aim so that the media used or developed can be appropriate and in
accordance with the objectives to be achieved. Criteria for selection of media are as
follows: a) Suitability with objectives. b) Compliance with learning material. c)
Conformity with learning characteristics or students. d) Conformity with the theory.
e) Suitability with student learning styles. f) Conformity with environmental
conditions, supporting facilities, and time [4].
Programs for creating creative and innovative computer-based learning media are
now widely available. One media creation program is Macromedia Flash.
Macromedia Flash is a computer program or software that has superior capabilities in
displaying multimedia, a combination of graphics, text, animation, sound and video
[5]. Macromedia Flash is a web animation graphics program produced by
Macromedia corp, which is a software vendor engaged in web animation [6].
The use of learning media using computer technology should be an alternative for
teachers to facilitate students in understanding the material and is expected to change
the learning conditions from teacher-centered to student-centered [7].
The process of learning activities in the Curriculum of 2013 is required to use a
scientific approach, where by using this approach students are expected to be able to
recognize and understand various materials provided by the teacher through a
scientific approach process which includes: observing, asking, reasoning, trying, and
forming networks for all subjects [8]. Learning with a scientific approach is a
learning process that is designed in such a way that students actively construct
concepts through stages of observing, formulating problems, formulating hypotheses,
collecting data by various techniques, analyzing data, drawing conclusions and
communicating concepts found [9]. The scientific approach is intended to provide
understanding to students so that they can recognize and understand various materials
using a scientific approach, and also that information can come from anywhere, at
any time, does not depend on unidirectional information from the teacher [10].
The ability of educators in developing learning media is one of the determining
factors for students' success in achieving the expected competencies. With the use of
media in the learning process can generate new desires and interests, generate
motivation and stimulation of learning activities and even bring psychological
influence on students [11]. In other words, the use of media in learning will greatly
help the effectiveness of the learning process and the delivery of messages and the
contents of the lesson.

II. METHOD

Description of the Definition Stage (Define)

The analysis that has been done produces observation data which is then used as
the basis for formulating interactive multimedia-based learning media that have been
developed. The analysis phase in this study includes: Curriculum Analysis, analysis
of media needs, material analysis and formulation of learning objectives.

Description of the Results of the Development Stage (Develop)

At the development stage, validation of draft 1 is submitted to experts and then field
trials are carried out. The results of media validation from each validator can be seen
in table 1.

TABLE 1. Validation results by a team of experts

Hasil Rata-
Hasil
Validator Validasi Rata Kriteria
Validasi I
II Total
Ahli Desain 86%
Media 55% Sangat
92% Valid
Ahli Media 60% 89%
Ahli Materi 60% 90%

For more details, validation results can be seen in the following diagram:

100%
80%
60%
40% Validasi I
20% Validasi II
0%
Ahli Ahli Ahli
Desain Media Materi

Fig 1. Diagram of Expert Validation Results

 The results of media validation carried out by the validator in Validation II are
clearly shown in Figure 1 above. The average score given by the media design expert
validator is 86%. The average score given by the learning media expert validator is
92%. The average score given by the material expert validator is 90%. The total
average score of the learning media which was validated by the three validators was
89%.
This student response questionnaire was conducted to determine the extent of
interest, feelings of pleasure and satisfaction of students, as well as the ease they
experienced in understanding the components of learning media that had been
developed.
For more details,
Angket Respon Siswa
the results of 100%
student responses
80%
can be seen in
60%
figure 2.below.
40%
Fig 2. Diagram of Student 20%
Response Results 0%
1 4 7 10 13 16 19 22 25 28 31
Based on the
results of the Column1

student response analysis in diagram 4.8 it appears that the percentage of assessment
given to the average of all students is 83%. Of the total 33 students, there were 7 or
21% who stated that the media had not been practical and as many as 26 or 79% said
the media was practical.
Analysis of data on the effectiveness of learning media used in students in the
post-test of trial I is presented in table 2 below.

TABLE 2. Classification of student learning outcomes in posttest of trial I

No Rentang Angka Huruf Frek Persentase Kriteria

1 3,85 – 4,00 A 0

2 3,51 – 3,84 A- 5
88% Tuntas
3 3,18 – 3,50 B+ 16

4 2,85 – 3,17 B 8

5 2,51 – 2,84 B- 4

6 2,18 – 2,50 C+ 0

7 1,85 – 2,17 C 0
12% Belum Tuntas
8 1,51 – 1,84 C- 0

9 1,18 – 1,50 D+ 0

10 1,00 – 1,17 D 0
Jumlah 33
 Based on the results of the data analysis in Table 2, it can be seen that from the
learning outcomes of the 33 students in the first trial, 29 or 88% were declared
completed, while 4 students or 12% were stated not completed. For more details, see
diagram 2 below.
Diagram Ketuntasan Hasil Belajar Siswa

30
25
20
15
10
5
0
Tuntas Tidak Tuntas

Fig 3. Diagram of Completeness of Learning Outcomes of Students in Trial I

Data on the level of student learning outcomes in trial II can be classified in

completed and not completed. For more details, it can be seen in table 3 below.

TABLE 3.Data on Completeness of Learning Outcomes in Trial II.

No Rentang Angka Huruf Frk Persentase Kriteria

1 3,85 – 4,00 A 1

2 3,51 – 3,84 A- 4
91% Tuntas
3 3,18 – 3,50 B+ 25

4 2,85 – 3,17 B 0

5 2,51 – 2,84 B- 3

6 2,18 – 2,50 C+ 0

7 1,85 – 2,17 C 0
9% Belum Tuntas
8 1,51 – 1,84 C- 0

9 1,18 – 1,50 D+ 0

10 1,00 – 1,17 D 0

Jumlah 33

Based on the results of data analysis in table 4.20 it is obtained data on learning
outcomes of 33 students in trial II as many as 30 students or 91% are completed,
while 3 students or 9% are not completed. For more details, see diagram 3 below.
 Diagram Ketuntasan Hasil Belajar Siswa

30
25
20
15
10
5
0
Tuntas Tidak
Tuntas

Fig 4. Diagram of Completeness of Learning Outcomes of Students in Trial II

IV. DISCUSSION
A. Feasibility of Learning Media
The feasibility of interactive multimedia-based thematic learning media refers to
product quality. A product is said to be feasible to use if the product has three
product quality criteria, namely validity, practicality and effectiveness [11].

B. Validity of Learning Media

The stage that must be passed before product testing in the field is to submit
product validation to the expert team as a validator. The validator consists of a
learning media design expert, a media expert, and an expert in learning material. The
product is worth testing into the field if the expert team has validated the product
with a valid category without revision.

C. Practicality of Learning Media

The second characteristic of high quality products is practical. The practicality of
learning media was measured through student response questionnaires and teacher
response questionnaires administered after using interactive multimedia-based
learning media in the learning process.

D. Effectiveness of Learning Media

Learning media is categorized as effective if students can understand the subject
matter, and student learning outcomes are as expected. It was obtained that the
percentage of classical completeness (PCC) of students was 87%. This is obtained
from the posttest of student learning outcomes after using interactive multimedia-
based thematic learning media.

IV. CONCLUSION
Based on the results of the study, it can be concluded that the interactive
multimedia-based learning media developed have met three criteria, namely valid,
 practical, and effective. Criteria of validity are seen from the assessment given by the
expert team as validator in validating learning media. Practical criteria are seen from
the results of the percentage analysis of student responses and teacher responses that
have met practical criteria because of the percentage of all aspects of assessment for
student responses and teacher responses. Effective criteria can be seen from the
results of the posttest of students from which it was found that the percentage of
classical completeness (PCC) of students is 87%, therefore it can be concluded that
students of class V-A have completed their studies because their PCC ≥ 85%.

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